The data and findings of the focus group were last reviewed in December 2019. We focused more on District Wide Assessments (Act Aspire and SBA), Nelson, and WRAT data in math and reading. Interventions such as ExCEL and AmeriCorps/TRIO programs from UOG are provided for additional math support for struggling students. Some discrepancies were noted on the DWA data tables and graphs for SY 2018-19, but later corrected.

Strengths

1. 1. 1. Increase students performing at the Ready/Exceeding level for 7th and 8th grade between SY 2014-2015 and SY 2018-2019

      2. Data rigorously analyzed to create intervention programs and lessons for students.

Areas for Growth

1. • 1. No uniform EXCEL math and reading lesson plans to address areas of student growth.

     2. Effective grading because SBG is still in pilot mode

     3. Having a stable timeline to measure and quantify assessment data.

Challenges

1. • Schools were unable to collect DWA data due to early closure of the schools for SY 19-20.

   • Data collected may not be valid representations of a student’s ability/mastery.

   • Teachers utilized alternate ways to assess students in order to collect data.

   • Unequal time given to assess student data (Online learners vs. Hardcopy learners)

   • Schools were unable to administer diagnostic testing traditionally, due to different remote learning limitations for SY 20-21.

   • Missing students: Much time spent reaching out to households to clarify student MOL, attendance,

Successes

• • • Learning and teaching continued

    • Lessons were accessible through various forms of media: print in the newspaper, TV segments on PBS, and virtual lessons (synchronous and asynchronous).

    • Our school teacher leaders/trainers held Google Classroom training during the summer and PDs right before school opening to prepare for the impending distance learning for SY 20-21.

    • Numerous PD’s and internal training sessions hosted by UMS faculty to support teachers in distance teaching and learning (both hardcopy and online)

How these are related to group’s findings

1. 3. 1. The various challenges of remote learning compound the factors that negatively impact student growth, subsequently making interpretation of data difficult.

      2. Validity of data for SY 20-21. Students are not in a traditional classroom setting where their teachers can directly assess and address students’ strengths and needs.